Teaching Activities

ASM 433 Agricultural Processing Systems
Principles of grain drying, material handling, heat transfer, pumps, fans, refrigeration, and instrumentation as applied to agricultural and food processing and storage. Prereq: Math160.

BAE 143 Engineering Problem Solving
Principles and tools to solve problems in biological and ag engineering using application programming software, with emphasis on Visual Basic, and other computation software.

BAE 242 Engineering Analysis & Design
Tools and methods for engineering analysis and design in biological and ag engineering with the emphasis on problem identification and solving, design procedures, engineering report and communication, and experience on teamwork. Prereq: BAE143 or CS112.

BAE 361 Transfer Processes in Biological Eng.
Heat and mass transfer processes applied to analysis of biological systems and related equipments and processes. Prereq: ENGR320, Math 310.

BAE 461 Bioprocess Engineering
Analysis and design of processing and environmental systems for the handling, processing, and storage of biological and ag materials. Prereq: Math 310, ENGR320 & 335.

BAE404/504 ST: Biomass & Biorefinery
Course content TBA.

BAE504 ST: Production and Uses of Biofuels
The basic principles and fundamentals of

  • biofuels production and utilization with special emphasis on ethanol, biodiesel, pyrolysis oil, bio- hydrogen, and methane
  • conversion processes of biomass components to various biofuels
  • process chemistry of biofuel production, and
  • fuel properties and utilization in internal combustion engines

BAE500-10 Master Research and Thesis.
Course content TBA.

BAE600-10 Doctoral Research and Dissertation
Course content TBA.

          Teaching Philosophy
Teaching and leaning are the twin siblings of higher education. I believe that quality teaching should give students the tools they need to be productive and successful life-long learners. A college instructor should not be only a dispenser of knowledge in his/her mind; instead, he/she should be a trainer as well – not only deliver the knowledge but also provide the skills of survival in solving problems in reality. As a scholar in engineering field, I am going to enable my students to identify problems facing them in reality, apply the fundamental principles they learned to analyze the problems, and utilize the tools and skills they mastered solve the problems. This involves several stages as in achieving a construction project.

  • BUILD THE FOUNDATION – on each new concept, I will explain the principle gradually, clearly, and patiently ensuring that my students build a solid foundation of knowledge. I will emphasize the importance of the fundamental principles with examples and reviews. I will compose the examinations with 60% of problems based on the fundamentals.


  • CONSTRUCT THE BUILDING – Based on students’ clear understanding of the basic concepts, I will guide my students to develop the concepts into applications, pose questions to stimulate students’ critical and integrated thinking, decision-making capability, and communication skills. I will give examples and assign readings and homework for students to refresh and enhance their learning.


  • BRING THE BUILDING TO A COMMUNITY – To enhance what students have learned, I will set up in-class assignments, laboratories, and course projects to provide opportunities for students to work together, exchange ideas, and learn from each other.


  • FINISH THE BUILDING WITH A QUALITY CHECK – I will assess and/or evaluate my teaching through questionnaires and results of homework assignments, laboratories, exams, and projects and adjust accordingly for improvement. The exams/projects will be graded based on the application of fundamental principles and problem identification (60%), problem solving (30%), and enhanced problem solving (10%) for those who are time-rich and hungry to learn more.


Teaching is the mirror side of learning. It requires effective interactions between the instructor and students. In teaching, I will also learn from my students, respect my students, and expect to be respected. I believe that an active and friendly classroom environment is of importance for all involvers of the learning process, i.e., the instructor and students.